An exploration of using rhythm to make Chinese learnable : an action research project in Western Sydney primary schools

Abstract

This research focuses on the exploration of a rhythm-based language teaching approach to make Chinese (Mandarin) learnable. A qualitative action research was designed to improve the research consistent with the teacher-researcher's teaching practice in Tianyuan Primary School. The aim of this research was to find a suitable rhythm-based teaching approach to make Chinese learnable to non-Chinese background language learners. Based on the data analysis and a review of the literature, this action research found that students are more engaged in the Mandarin lessons affectively, operatively and cognitively, with the employment of speech rhythm and music rhythm. Moreover, rhythm plays an important role in three stages: before-class, class-processing and post-class. Last but not least, this research scaffolded practical ways of rhythm-based teaching to increase Chinese learnability for students.

Date of Award	2017
Original language	English